Total amount of PPG expected for the year ,960. Objectives of spending PPG: In addition to the key principles, Oakdale Junior School:

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1 Total amount of PPG expected for the year ,960 Objectives of spending PPG: In addition to the key principles, Oakdale Junior School: Aims for all pupils to make at expected progress between Key Stage 1 and Key Stage 2; To close the attainment gap of eligible pupils and their peers, ensuring that a large percentage of disadvantaged pupils make better than expected progress; Aims to ensure that all eligible pupils reach the Expected Standard in reading, writing and maths at the end of Key Stage 2; Aims to ensure FFT standards at the end of Key Stage 2 are achieved. Planned expenditure of PPG Action Cost Objectives Pupils. Year groups involved Impact A Targeted deployment of Learning Link Worker 18,000 Removal of barriers to learning between home and school to make good progress and close the attainment and progress gap Liaise with external agencies to raise attendance of to meet attendance targets Please see Progress Data below. B C D Targeted deployment of Community Development Officer Deployment of HLTAs to release class teachers for conferencing, mentoring and PPG targeted support. Employment of Play Leaders to provide targeted support at lunchtimes 15,000 4,000 Removal of barriers to learning between home and school to make good progress and close the attainment and progress gap Improve pupils engagement with their learning and ensure they know their next steps Target pupils have equal access to extracurricular activities to develop enjoyment and selfconfidence and esteem. Target pupils improve their self-confidence and esteem Behaviour and attitude to learning of target pupils is improved Target pupils to benefit from small group teaching To build confidence, self-esteem and social skills in targeted groups of pupils. Behaviour of target pupils at unstructured times of the day is improved Reduced number of incidents following the implementation 1

2 of zoned areas for play and targeted supervision of key E To embed Assertive Mentoring 35,000 Develop Assertive Mentoring processes and systems. Linked to the National Curriculum, this is a holistic diagnostic assessment tool centred around one to one conferencing to enable pupils to have clear, focused targets. Pupils will have 1:1 conferencing with their teacher. Pupil Premium children to have additional conferencing throughout the year to support learning. F Reading Volunteer programme recruitment, training and resources 2,000 Target pupils read 1:1 on a regular basis gap in reading G Delivery of early morning readers programme 3,000 Target pupils read 1:1 on a regular basis Target pupils improve phonics and comprehension skills gap in reading H I Deployment of 4 specialist teachers to target those pupils in Year 6 not on track to meet targets Further offsite enrichment opportunities for most able and talented pupils 6,000 Year 6 pupils on track to achieve FFT D targets Improved parental support through the programme 1,000 Eligible pupils access additional curriculum opportunities to support their learning Year 3 and 4 Year 6 targeted pupils Year 6 targeted pupils Evidence from analysis of behaviour and attitude profiles shows sustained improvements for Y3 Reading: data, 87% of pupils made 2 or more sub stages of Y4 Reading: data, 100% of pupils made 2 or more sub stages of data, 100% of pupils made 2 or more sub stages of Improved parental support for a majority of PPG pupils. See progress data below. 15 pupils attended Science and Mathematics workshops to stretch and challenge at 2

3 J K L M N Access to CGP study and question books to support home learning Deployment of key staff for pastoral support for Development of a nurture room to provide pastoral support to Directed teaching assistant support in the afternoon to address recent misconceptions Development of Edge Hill Mathematics intervention for 2,000 Target pupils are supported with home learning and guidance Target pupils receive a structured revision programme Target pupils make accelerated progress and they close the attainment and progress gap 5,000 Support pupils to address emotional issues and barriers to learning 2,500 Support pupils to address emotional issues and barriers to learning 2,000 Target pupils given additional teaching time in small groups therefore the gap between eligible pupils and peers closes 3,500 Accelerated progress to close the attainment and progress gap in Maths O Study Support Club 260 make accelerated progress and the attainment gap between eligible pupils and peers closes P Targeted Art Therapy 1,800 develop social skills through art and build confidence and self-esteem Year 6 pupils and families and families All pupils in Year 5 and 6 All pupils Parkstone Grammar School Vast majority of children made good ELSA worker offered mentoring and support for identified children in Year 6 which they found beneficial. ELSA worker offered mentoring and support for identified children in Year 6 which they found beneficial. Dedicated Teaching Assistants offered mentoring and support for identified groups of children across the school. Targeted group of Year 6 pupils made good Targeted group of pupils from across made good progress from accessing this support club twice a week. Successful Art Therapy (Dorset Healthwatch) project undertaken for resulting in an exhibition and assembly. 3

4 Q Deployment of HLTA to develop the Spoken Word and Drama 8,000 develop social skills through drama and role play and build confidence and self-esteem R Smaller classes for core subjects in Year 5 25,000 Increase teacher to pupil ratio in order to increase the impact of teaching S Targeted provision for Children Looked After (CLA) pupils who are not on track to meet targets 3,500 make accelerated progress and the attainment gap between eligible pupils and peers closes T Attendance awards 1,000 To improve school attendance to 98% and reduce the number of persistent absentees and persistent lateness. Weekly meetings with pupils/ half termly meetings with School Attendance Worker (SAW) and half termly rewards. Progress of eligible pupils improves and leads to the attainment gap closing U Celebration of achievement 400 Recognise and reward outstanding effort and attitude of pupils focussing on resilience and determination Year 5 pupils Lunchtime and timetabled workshops have been well attended by Pupils in all year groups have been involved in a drama production during the year. By generating smaller teaching groups, the benefits can be seen in the children s outcomes. The interventions and 1 to 1 tuition after school was productive. Whole school attendance: 96.06% PPG attendance 95.09% - gap narrowed from previous academic year Evidence from analysis of behaviour and attitude profiles shows sustained improvements for Impact Progress in Data below is based on our Assertive Mentoring Assessments where 2 sub stages of progress or more has been made from the starting point at the beginning of the year. For Year 6, the progress data is based on the KS2 SATS results at the end of Year 3 Year 4 Year 5 Year 6 4

5 Reading data, 87% data, 100% data, 83% data, 87% Writing data, 93% data, 100% data, 83% data, 92% Maths data, 93% data, 90% data, 92% data, 96% 5